Cultivating Innovation Through Inquiry: Tysha Roughton’s Lasting Impact on Teaching and Learning
After more than two decades in education, Tysha Roughton continues to do what she has always done best: learn, lead, and inspire others to grow, which earned her the 2026 eMINTS Innovative Educator Award.
eMINTS congratulates Roughton and invites nominations for the 2027 award!
Contributing staff writers Haylee Anderson and Brooke Higgins are Instructional Specialists, and Kendra Christians is a Growth Director for the University of Missouri – Columbia, College of Education and Human Development. | 5-minute read
After more than two decades in education, Tysha Roughton continues to do what she has always done best: learn, lead, and inspire others to grow, which earned her the 2026 eMINTS Innovative Educator Award.
As a technology integration specialist at Carthage Public Schools, Roughton brings over 20 years of experience in education, including 10 years in the classroom as a third-grade teacher. Her teaching journey, however, was not initially planned.
“I always said that I did not want to be a teacher because my mom was a teacher,” Roughton shared. “Then I got into college, started taking classes, and just obviously loved it. It felt natural to me.”
That sense of purpose only deepened when she stepped into a technology-rich classroom early in her career, an experience that would shape the trajectory of her work.
A Transformational Approach to Teaching and Learning
Within her first three years of teaching, Roughton completed the eMINTS Comprehensive program, which provided structured professional development, coaching, and support for integrating technology in the classroom. Her introduction to eMINTS marked a turning point, redefining her understanding of both instruction and student engagement.
“When I went through the [eMINTS Comprehensive] program…I didn’t realize the in-depth PD that it taught me, more than just technology,” she said. “It was about your whole classroom,” such as community-building, inquiry, and helping students become the owners of their own learning. “eMINTS definitely transforms [teachers’] mindsets.”
That philosophy remains central to her work today. Rather than focusing solely on tools, Roughton emphasizes people-centered learning experiences rooted in inquiry, collaboration, and reflection.
Her colleagues and district leaders see this approach in action every day. “Rather than only focusing on tools alone, Tysha leads professional learning through inquiry-based approaches… encouraging teachers to allow their students to ask questions and learn through choice-driven activities and reflect on the learning process,” said Catherine Steverson, the district’s director of information technology.
A Leader Who Multiplies Impact
As an eMINTS trainer and district leader, Roughton’s influence extends far beyond her own classroom. She supports educators through coaching cycles, professional learning sessions, and ongoing mentorship.
“She has created an environment where teachers are encouraged to take risks and learn through hands-on experience,” said Kendace Bien, a technology integration coach in the district. “The environment that she creates… is supportive, respectful, and fun, allowing teachers to feel valued, empowered, and confident.”
Roughton herself describes the work of supporting teachers as both challenging and deeply rewarding. It takes time, she explained. “It’s a big change for a lot of teachers,” but she continued, you walk alongside them, take it one step at a time, and celebrate those small successes as they grow.
That commitment to partnership has made her not just an eMINTS Affiliate Trainer but a trusted collaborator. As Steverson said, “Educators view her not as an evaluator, but as a partner in growth.”
Innovation Rooted in Purpose
Throughout her career, Roughton has demonstrated a clear belief: Innovation is not rooted in trends; it is about meaningful, lasting impact, supported by embedded resources and best practices of teaching and learning.
“Her innovation lies not only in her use of technology but in her instructional philosophy,” Steverson said. “She champions student agency, authentic learning tasks, collaboration, and reflective practice.”
This innovative mindset has also guided her work in emerging areas such as artificial intelligence. Rather than approaching AI with hesitation, Roughton proactively seeks out professional learning opportunities and creates resources to support educators in using it responsibly and effectively.
Her efforts reflect a commitment to ensuring that technology always serves learning, not the other way around.
Building Community and Connection
Perhaps one of the most powerful aspects of Roughton’s work is her ability to foster lasting relationships and professional communities.
“I just loved the community-building that I had when I was in an eMINTS cohort,” she shared. “The relationships that you have, the friendships that you form,” Roughton said, throughout the years, you still stay connected.
She has placed that same emphasis on connection in her approach to leadership. From ongoing coaching relationships to organizing reunions for educators, she intentionally creates spaces where collaboration thrives.
“At the heart of Tysha’s leadership is relationship-building,” Steverson said. “She listens deeply, asks meaningful questions, and creates safe spaces for teachers to take instructional risks.”
Shaping Classrooms…and Mindsets
Roughton’s work ultimately goes far beyond instructional strategies. It changes how teachers see themselves, their students, and the learning process.
“They will become an overall better teacher,” she said. “It really just changes your whole mindset and changes your whole view on teaching and student learning.”
This transformation is evident in classrooms across the district, where teachers implement inquiry-driven lessons, and students take on more active roles in their learning.
“Her influence is measurable not only in tools adopted, but in mindsets transformed,” Steverson said. “Through her leadership, educators grow more confident, students become more engaged, and innovation becomes embedded in the culture of the district.”
A Catalyst for Change
Even after 20+ years in education, Roughton remains driven by curiosity and a commitment to growth.
“She is not simply an innovative educator — she is a catalyst for innovation in others,” Steverson concluded.
From mentoring new teachers to guiding experienced educators through evolving instructional practices, Roughton continues to shape the future of teaching and learning — one classroom, one teacher, and one student at a time.
eMINTS is proud to celebrate Roughton’s commitment to excellence and innovation and her role as a catalyst for meaningful, lasting change in education.
eMINTS invites nominations for the next eMINTS Innovative Educator Award. Nominations should be submitted using this form: https://bit.ly/innovateedaward. Please include a detailed explanation of how the nominee exemplifies the characteristics and how they contribute to creating an innovative and inclusive learning environment.
For more information about eMINTS, visit eMINTS.org.
